Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 11
Visibility of eTwinning Projects Group July 2017 Newsletter
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expectations and consequences while using the web
to make a virtual tour to a museum as well as
useful tips for doing it in the best way.
During the field trip
Students of the participant countries will work in 3
transnational groups to take a tour around their
virtual museum (one of the three selected) and:
1. Select an exhibit and answer to questions like:
What do you see in this photo?
Who could have constructed it?
When did he do it and how?
Where was it found?
2. Write a description of a specific exhibit that is
placed in the virtual museum they visit
3. Look for exhibits related to specific categories
(daily use objects, bodies of sculptures, other) and
answer the work sheet prepared by teachers
After the field trip
Students will
Discuss in the groups’ forums what they
liked or didn’t like during the virtual field
trip
Share their findings during a
videoconference comparing their
observations
Write journal entries about their findings
and their experiences
Create a common ebook with articles and
photos of what they learnt
Work in transnational groups to design their
own virtual museum with their findings
(Artsteps tool)
Create a digital poster (Glogster) to add all
the virtual museums in one collaborative
poster to upload on the project’s TwinSpace
extension of the results from this collective effort to
the school as well as the local community, the
development of ICT skills in a didactical way, the
expression of their questions regarding cultural
concepts by means of art will be the expected
outcome.
Employing this kind of eTwinning project activity is
an example of innovative teaching which aims to
enhance appreciation and respect for the museums
as representatives of cultural heritage.
Bibliography:
Anderson, D., Piscitelli, B., Weier, K., Everett, M., &
Tayler, C. (2002). Children’s museum
experiences: Identifying powerful mediators
of learning. Curator, 45(3), 213-231
Andrews, J., Schweibenz, W. (1998). A New Media
for Old Masters: The Kress Study Collection
Virtual Museum Project. Art Documentation
17(1), 19-27
Angelopoulos P., Pateraki, I. (2014). eTwinning:
Developmet of teachers and students’
competences. Proceedings of
“European/national initiatives to foster
competency-based teaching and learning”.
Retrieved: 19/07/2017, http://www.transit-
project.eu/conference/TRANSIt_Proceedings.pdf
Crawley, C., Gilleran, A., Nucci, D., & Scimeca, S.
(Eds.). (2010). Voices of eTwinning–Teachers
talk. Brussels: Central Support Service for
eTwinning & European Schoolnet
European Commission. (2013). Study of the
impact of eTwinning on participating pupils,
teachers and schools. Luxemburg: Publications of
the European Union
Giakoumatou, T. (2004). When Information met
Philology. 5 years later. 2nd National
Conference, Information and Education.
Retrieved: 19/07/2017, http://bit.ly/2aue7g1. (in
Greek)
Gokcigdem, E.M. (2017). Five Ways Museums
Can Increase Empathy in the World. Retrieved:
20/07/2017,
https://greatergood.berkeley.edu/article/item/five_
ways_museums_can_increase_empathy_in_the_wo
rld
The practice and use of the English language in oral
and written speech through the collaboration and
communication with peers from abroad, the
Grieve, A. (2015). Teacher-Less Field Trips:
Classroom Extension Made Easy. Retrieved:
19/07/2017,
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